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Emily Vickery

The Laptops Are Coming! The Laptops Are Coming! - Volume 22 No. 4 - Summer 2008 - Rethi... - 0 views

  • believe that social justice educators must ask ourselves and our schools: What are the ethics and power structures involved in using a technology, and how do we create a learning environment to discuss and track the impact of technology on the cognitive, social and emotional development of both students and educators.
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    Article examines the use of laptops in school.
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    Article from Rethinking Schools examines the use of laptops in school. She writes ,"I also believe it is vital to discuss ways in which people have used technology to create a more just world."
Vicki Davis

horizonproject2008 » Video Specifications - 0 views

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    Tutorials about how we share video and overcome the "youtube barrier."
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    This page outlines how we are sharing video on the Horizon project this year. After literally hours of testing to overcome the "youtube barrier" we have worked out how to use Ning as our video sharing and embedding platform. Using tools like a firefox plug in that allows downloading of any video AND zamzar, these 7 videos literally show you how you may "snag" and edit any video. Just remember to follow copyright laws when you do this. This innovation was quite an epiphany for us and the videos were our effort to make it easy and take the video sharing aspect of the project out of the teacher's hands.
anonymous

innovation3: For Children in Massachusetts Today is a New Day - 0 views

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    It has taken ten years of advocacy by colleagues throughout Massachusetts to achieve this reform package. I am proud of the role MASCD has played in shaping the agenda. Working together with hundreds of educators, business leaders, parents and politicians, we have come to a new day for children. The power to transform is with us; let us use it wisely. "It's about all the kids!"
Anna Adam

Education Week: Smart Thinking About Educational Technology - 0 views

shared by Anna Adam on 08 Apr 08 - Cached
  • Too many advocates rely on weak arguments, such as “students are digital natives, so we should use more technology,” as if schools should have used radio and TV more often when earlier generations grew up with those media.
    • Anna Adam
       
      I have a problem with the analogy that schools in the past should have used more radio and TV comparing to now with technology. That's apples and oranges. Or at least tangarines and oranges. The majority of jobs today require the use of technology. Even cashiers at Walmart! Not so for radios and TV in the past. We're not using technology because our kids are growing up with that media. We're using technology because our kids are growing up REQUIRING that media.
Dave Truss

Top News - Analysis: How multimedia can improve learning - 0 views

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    Analysis: How multimedia can improve learning\nNew research sheds light on students' ability to process multiple modes of learning
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    An analysis of existing research supports a notion that already has begun to transform instruction in schools from coast to coast: that multimodal learning--using many modes and strategies that cater to individual learners' needs and capacities--is more effective than traditional, unimodal learning, which uses a single mode or strategy.
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    Important research about multimodal learning
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    adding visuals to verbal (textual and/or auditory) instruction can result in significant gains in basic or higher-order learning, if applied appropriately. Students using a well-designed combination of visuals and text learn more than students who use only text, the report says.
Vicki Davis

Teachers' Domain: Home - 0 views

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    Mulitmedia resources for educators at all levels. There are ways to conduct International projects too.
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    digital media for the classroom
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    Some lovely video resources. For US educators, they have the resources aligned with US standards. You can register on the site and organize the resources into your own folders (like for your classes.)  "Teachers' Domain is a free digital media service for educational use from public broadcasting and its partners. You'll find thousands of media resources, support materials, and tools for classroom lessons, individualized learning programs, and teacher professional learning communities."
Maggie Tsai

Recommendation for this group membership setting - 105 views

Vicki Davis wrote: > We would love to be featured, just let us know when you do this, so I will be extra vigilant. k - will do. > > I wish there was a way to request people to send me a comment...

admin control spam

Vicki Davis

projecthelp - Diigo Group - 0 views

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    Here are the procedures for how we use the Diigo group with the flat classroom projects - we've used this with flat classroom and we've used it with the digiteen projects and ad4dcss (advocates for digital citizenship, safety, and success)
Dave Truss

Math and the Movies Resource List - 17 views

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    Throughout our years of teaching we have used (and continue to use) movie clips in our classrooms to enhance content and engage our students. This listing is a sample of the types of movies we find useful. The accompanying worksheets are our mathematical interpretations and applications of information presented in these clips.
Ruth Howard

HP Invents a Central Nervous System for the Earth | Inhabitat - 4 views

  • HP has just unveiled an incredibly ambitious project to create a “Central Nervous System for the Earth” (CeNSE) composed of billions of super sensitive, cheap, and tough sensors. The project involves distributing these sensors throughout the world and using them to gather data that could be used to detect everything from infrastructure collapse to environmental pollutants to climate change and impending earthquakes. From there, the “Internet of Things” and smarter cities are right around the corner.HP is currently developing its first sensor to be deployed, which is an accelerometer 1,000 times more sensitive than those used in the Wii or the iPhone – it’s capable of detecting motion and vibrations as subtle as a heartbeat. The company also has plans to use nanomaterials to create chemical and biological sensors that are 100 million times more sensitive than current models. Their overall goal is to use advances in sensitivity and nanotech to shrink the size of these devices so that they are small enough to clip onto a mobile telephone.Once HP has created an array of sensors, the next step is distributing them and making sense of all the data they generate. That’s no easy task, granted that a network of one million sensors running 24 hours a day would create 20 petabytes of data in just six months. HP is taking all that number crunching to task however, and will be harnessing its in-house networking expertise, consulting, and data storage technologies for the project.The creation of a global sensor system would be an incredible breakthrough – it could make our cities more efficient, save lives, and enable us to better understand, track, and combat climate change. As HP Labs senior researcher Peter Hartwell has stated, “If we’re going to save the planet, we’ve got to monitor it“.+ CeNSEVia Fast CompanyLead photo by Margie Wylie Comments RSS Comments RSS digg_url = 'http://www.inhabitat.com/2010/02/18/hp-invents-a-central-nervous-system-for-the-earth/'; digg_title = 'HP Invents a Central Nervous System for the Earth'; digg_skin = 'compact'; email this tweetmeme_url = "http://www.inhabitat.com/2010/02/18/hp-invents-a-central-nervous-system-for-the-earth/"; tweetmeme_style = "compact"; facebook this Related Posts
Michael Walker

Get Your Geek On, Help Scientists With iDoScien - Flash Player Installation - 11 views

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    From the site: 1. Teachers now have an unprecedented resource of meaningful science projects to engage their students. 2. Students can work with professional scientists anywhere in the world on real research projects that benefit us all. 3. Students can create their own projects and find collaborators all over the planet. 4. Citizen scientists can find like-minded people to share ideas. 5. Home-schoolers now have a network of science lovers to use as a resource for their children. 6. Professional scientists now have a turn-key solution to promote their research projects, archive their data, find collaborators and reach out to thousands of people they could not reach before.
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    From the site: 1. Teachers now have an unprecedented resource of meaningful science projects to engage their students. 2. Students can work with professional scientists anywhere in the world on real research projects that benefit us all. 3. Students can create their own projects and find collaborators all over the planet. 4. Citizen scientists can find like-minded people to share ideas. 5. Home-schoolers now have a network of science lovers to use as a resource for their children. 6. Professional scientists now have a turn-key solution to promote their research projects, archive their data, find collaborators and reach out to thousands of people they could not reach before.
Anne Bubnic

Using Wordle in an English Classroom - 14 views

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    Wordle is a fun Web 2.0 tool to use with students. The most repeated word in a Wordle is the largest. Wordle also allows users to change the layout, colors, and font. NCTE provides some cool ideas for how to use it in the classroom.
Dave Truss

ELT notes: IWBs and the Fallacy of Integration - 7 views

  • motivation and control. One seems to need the other, apparently. Keep the students motivated and you are a great teacher in control of the learning process. But we miss the point. Motivation has a short-term effect. New things will be old again. If we equal motivation with learning we will cling too much to it and direct our best efforts (and school budget) to gaining back control. A useless cycle that can lead us to consider extremely double-edged ideas like paying students to keep them learning.
  • We need autonomous, self-motivated students in love with the process of how humanity has learnt.
  • There is a underlying idea in the framing of our questions that needs unlearning. The belief that there are "levels", layers of complexity, hierarchies that we can detect and... well, control. But wait! Isn't that the very old way we want to truly change with new technologies?
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  • We already know it's about shifting power. Tight teacher control is a hindrance to foster empowered students who own their learning paths. We need to be aware of the old way finding its way to surface in what we question.
  • Tech is tech no matter what it does. It's innovative in its nature.
  • We can tell by the huge resistance to it. If there is no resistance in the process, we are probably facing improvements and weighing their gains in efficiency points. Good enough, only it is not an innovation. Innovation is not about "more or better", it's about "different".
  • What is the school picture today? What does my working context look like?I see an illusion that technology is to be bought, taught, used in class and then we can expect everyone to be happy. This false assumption seems to be guiding managerial decisions. This is the same old story behind the idea of technology "integration".
  • I doubt formal courses can make people adopt informal ways of learning. Courses could change teacher behaviour and leave their mindset untouched.
  • students are not digital natives. They know very little about educational uses of the technology they have been using for entertainment purposes only. They are quite ready to resist thoughtful, time consuming uses of the same technology. Particularly if they have had no part in choosing or deciding together with the teacher how we would use it.
  • First things first. Stay out of the tug-of-war. It is not a moment to think if the school is wrong in imposing it and teachers are right in resisting it. It's probably the moment to get together and go ahead purposefully. This is short-term thinking, though. Somehow teachers need to communicate to managers that the buy-don't-ask is an unhealthy approach from now on.
  • Ideally, we should envision a future where authorities engage teachers in conversations before buying.
  • Innovative teaching practices require innovative management practices. Let's think of adoption models that rely on having one-to-one conversations with teachers, experimenting together, asking them how far they feel they need mentoring, identifying what makes teachers happy at work.
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    We need autonomous, self-motivated students in love with the process of how humanity has learnt.
David Wetzel

Making the Most of Wikis in Your Science or Math Classroom - 10 views

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    Wikis are the most popular Web 2.0 tool being used in science and math classrooms. Based on a survey of readers - 43 percent use them to support their teaching and student learning. A Wiki is appealing, encourages participation, supports collaboration, and promotes interaction by students who love to use technology. By the way - this includes most students today!
Deb Henkes

Quicklyst: Take Outline Notes and Study from Your Amazon Kindle, iPhone, iPad, Android ... - 13 views

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    online outline creator tool. links and notes can be added easily. 
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    Take Smart Notes: Quicklyst uses DuckDuckGo to provide you with instant access to Wikipedia and the Merriam-Webster dictionary. Study Anywhere: Take your notes with you on an Amazon Kindle, Android, iPhone, smartphone, or tablet device. We Love Science: Quicklyst allows you to use LaTeX formatting to include mathematical formulas and equations in your notes easily. Bring Your Friends: Whether they use Quicklyst or not, you can share printable study guides with a couple clicks.
anonymous

Diamante Poem Maker - 18 views

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    In this online tool, students can learn about and write diamante poems, which are diamond-shaped poems that use nouns, adjectives, and gerunds to describe either one central topic or two opposing topics (for example, night/day or winter/spring). Examples of both kinds of diamante poems can be viewed online or printed out. Because diamante poems follow a specific format that uses nouns on the first and last lines, adjectives on the second and fourth lines, and gerunds in the third and fifth lines, this tool has numerous word-study applications. The tool provides definitions of the different parts of speech students use in composing the poems, reinforcing the connection between word study and writing. It also includes prompts to write and revise poems, thus reinforcing elements of the writing process. Students can print their finished diamante poems.
Deb Henkes

TerraClues - Schools - 24 views

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    What it is: TerraClues for Schools is an easy to use tool where teachers can create interactive "scavenger hunts" with Google maps. Teachers can access hundreds of already made TerraClues to use in conjunction with curriculum or create their own TerraClues to fit their classroom needs. Teachers can also create private classrooms where they assign students to specific hunts. TerraClues hunts can also be shared with other teachers in your school, district, or anywhere in the world. This is a fun way to learn about using maps, curriculum content, and how to navigate the Internet. This site encourages students to learn and implement problem solving skills and learn about different cultures around the world. The Google Maps can be viewed as street maps, satellite maps, or hybrid.
Ed Webb

Does Your Language Shape How You Think? - NYTimes.com - 13 views

  • Some 50 years ago, the renowned linguist Roman Jakobson pointed out a crucial fact about differences between languages in a pithy maxim: “Languages differ essentially in what they must convey and not in what they may convey.” This maxim offers us the key to unlocking the real force of the mother tongue: if different languages influence our minds in different ways, this is not because of what our language allows us to think but rather because of what it habitually obliges us to think about.
  • When your language routinely obliges you to specify certain types of information, it forces you to be attentive to certain details in the world and to certain aspects of experience that speakers of other languages may not be required to think about all the time. And since such habits of speech are cultivated from the earliest age, it is only natural that they can settle into habits of mind that go beyond language itself, affecting your experiences, perceptions, associations, feelings, memories and orientation in the world.
  • When speakers were asked to grade various objects on a range of characteristics, Spanish speakers deemed bridges, clocks and violins to have more “manly properties” like strength, but Germans tended to think of them as more slender or elegant. With objects like mountains or chairs, which are “he” in German but “she” in Spanish, the effect was reversed.
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  • once gender connotations have been imposed on impressionable young minds, they lead those with a gendered mother tongue to see the inanimate world through lenses tinted with associations and emotional responses that English speakers — stuck in their monochrome desert of “its” — are entirely oblivious to
  • one conclusion that seems compelling is that while we are trained to ignore directional rotations when we commit information to memory, speakers of geographic languages are trained not to do so
  • if you saw a Guugu Yimithirr speaker pointing at himself, you would naturally assume he meant to draw attention to himself. In fact, he is pointing at a cardinal direction that happens to be behind his back. While we are always at the center of the world, and it would never occur to us that pointing in the direction of our chest could mean anything other than to draw attention to ourselves, a Guugu Yimithirr speaker points through himself, as if he were thin air and his own existence were irrelevant
  • our experience of a Chagall painting actually depends to some extent on whether our language has a word for blue
  • some languages, like Matses in Peru, oblige their speakers, like the finickiest of lawyers, to specify exactly how they came to know about the facts they are reporting. You cannot simply say, as in English, “An animal passed here.” You have to specify, using a different verbal form, whether this was directly experienced (you saw the animal passing), inferred (you saw footprints), conjectured (animals generally pass there that time of day), hearsay or such. If a statement is reported with the incorrect “evidentiality,” it is considered a lie. So if, for instance, you ask a Matses man how many wives he has, unless he can actually see his wives at that very moment, he would have to answer in the past tense and would say something like “There were two last time I checked.” After all, given that the wives are not present, he cannot be absolutely certain that one of them hasn’t died or run off with another man since he last saw them, even if this was only five minutes ago. So he cannot report it as a certain fact in the present tense. Does the need to think constantly about epistemology in such a careful and sophisticated manner inform the speakers’ outlook on life or their sense of truth and causation?
  • The habits of mind that our culture has instilled in us from infancy shape our orientation to the world and our emotional responses to the objects we encounter, and their consequences probably go far beyond what has been experimentally demonstrated so far; they may also have a marked impact on our beliefs, values and ideologies. We may not know as yet how to measure these consequences directly or how to assess their contribution to cultural or political misunderstandings. But as a first step toward understanding one another, we can do better than pretending we all think the same.
Claude Almansi

Knewton tells us: Education's Internet moment is now. Courtney Boyd Myers. Aug. 17, 201... - 1 views

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    "It's clear that the world is moving faster than it ever has before. This infographic below, produced by Knewton, an adaptive technology platform based in New York City, tells us that education is a 7 trillion dollar industry, 570 times the size of the online advertising market. In a time when 30% of students in the U.S. fail out of high school, our current education system is broken, from the bottom up. But the landscape is changing. The Internet is bringing us digital content, mass distribution and personalized learning. Check it out here and click the image to enlarge."
Claude Almansi

The KYVL for Kids Research Portal - How to do research Home Base - 1 views

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    "The Kentucky Virtual Library presents: How to do research! Step 1: Plan your project Plan your project tutorial Define your subject Brainstorm What do you already know? Group similar ideas Identify key words and phrases Make a quest strategy Gather your tools Step 2: Search for information Search for information tutorial The Kentucky Virtual Library The library catalog Encyclopedia Reference books: table of contents and index Magazines and newspaper articles Dictionary Search the World Wide Web What if you can't find anything? Step 3: Take Notes Take notes tutorial The KWL method Fact finder method Data sheets Clustering method (also called mapping or webbing) Venn diagram method Note cards Prints and photocopies Bibliography page Step 4: Use the information Use the information tutorial Scan the page first The five finger test Is the information true or bogus? Put it in your own words Organize the information Compare and contrast Put the information in order Add your own conclusions Step 5: Report Share what you've learned tutorial Step 6: Evaluate Ask yourself, "How did I do?" Glossary Back to the introduction page Portal | Home Base (Site Map) | Plan | Search | The Web | Take Notes | Use | Report | Glossary Teacher's Toolbox | Flash Version | Text Only Version Kentucky Virtual Library"
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